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حفیظ الرحمان احسنؔ

حفیظ الرحمان احسنؔ(۱۹۳۴ء۔پ) کا اصل نام حفیظ الرحمان اور احسن ؔتخلص کرتے ہیں۔ آپ پسرور کے ایک مذہبی گھرانے میں پیدا ہوئے۔ ۱۹۵۹ء میں اسلامیہ کالج سول لائن لاہور سے ایم۔اے عربی کیا اور گورنمنٹ انٹر میڈیٹ کالج فیصل آبادمیں عربی لیکچرا ر کی حیثیت سے تعینات ہوئے۔ ۱۹۶۳ء میں مرے کالج سیالکوٹ میں عربی کے لیکچرا ر کے طورپر تقرری ہوئی۔ ۱۹۶۶ء میں لاہور میں ایوانِ ادب ادارہ قائم کیا۔ (۸۶۴) حفیظ الرحمن احسنؔ کا پہلا شعری مجموعہ ’’ننھی منھی خوبصورت نظمیں‘‘ ایوانِ ادب لاہور سے ۱۹۸۳ء کو شائع ہوا۔ دوسرا شعری مجموعہ ’’فصلِ زیاں‘‘ سدا بہار پبلشرز لاہور نے ۱۹۹۰ء میں طبع کیا۔ ’’

Why I left and why I want to leave: A Phenomenological Perspective of Asian Employees Turnover

The current research was conducted to explore the possible causes of actual employee turnover and turnover intentions. Using Post positivism research philosophy, phenomenological qualitative research method was used to explore the phenomena. Semi-structured interviews of 21 bank employees (selected using purposive sampling) were conducted which were analyzed using NVivo 12. The research findings suggest many uniques themes in order to overcome the problem of employee turnover, especially for banks. The themes which were developed consisted of five significant themes such as the bank appraisals and reward system was identified as biased and based more on favoritism, employee feel that their actual performance is not evaluated properly and sincerely. The other factor concluded by the research findings is that the employees are dissatisfied with the salary and benefits, as they felt that there should a consistent effort to identify employee personal needs which should be customized accordingly in their compensation plans as well. The very essential factor recognized in the research finding was the upward and downward communication gaps with the employees. Such perceptions generated related issues as the employees felt that branches are much deprived to have a direct communication channel with the top team heads. The other very essential factor discovered after the investigation of the phenomena of turnover is lack of career growth. Lastly, another important cause of employee turnover was the transfers, which took place without the consent of the employee. Employees felt demotivated due to such transfers and changes in their work locations. Recommendations and future research directions have been at the end of the research

Impact of Autonomy Support on Self Concept and Educational Aspiration of Adolescents

The present study deals with the perception of autonomy support, self-concept and educational aspirations of adolescents. This study examined the relationship between parental autonomy support, teacher autonomy support, self-concept and educational aspirations of adolescents. Additionally, this study examined the moderating effect of personal and demographic variables on the relationship between parental autonomy support, teacher autonomy support, self-concept and educational aspirations. For this purpose the Perception of Parental Autonomy Support Scale, Learning Climate Questionnaire and Tennessee Self-Concept Scale were used to measure the constructs. The research was carried out in three phases. Phase-I dealt with translation of scales into Urdu. Phase-II was consisted of pilot testing (n= 220) and carried to determine the cross language validation and to establish the psychometric properties of all the three scales. Item total correlations and internal consistency was determined through alpha coefficients for all the three scales. Phase-III was main study conducted on the sample of 560 adolescents including boys (n=255) and girls (n=305) of age ranged from 13-18 years (M=16.37, S.D=1.39) from different government and private educational institutes. The findings revealed significant relationship of parental and teacher autonomy support with self-concept and educational aspirations of adolescents. The findings of multiple moderated regression and binary logistic regression revealed significant moderation of personal and demographic variables in relationship of parental autonomy support, teacher autonomy support with self-concept and educational aspirations of adolescents.
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